Classroom Management Practices of Public Elementary School Teachers

AUTHOR(S)

MARISSA M. GABRIZ, GLEEMOORE C. MACKIE

ABSTRACT

—— Abstract — This study is concerned with the extent of classroom management practices of public elementary school teachers in San Manuel District, Pangasinan Division II for SY 2022 – 2023. Specifically, this study determined the extent of classroom management practices of public elementary school teachers along instructional management practices, development of instructional materials, assessment of students learning and management of student behavior. This study (1) researched the profile of the respondents in terms of age, sex, civil status, highest educational attainment, current position, number of years teaching, and number of related trainings attended. (2) it also investigated the public elementary school teachers’ extent of classroom management practices used by public elementary school teachers. (3) the significant difference in the classroom management practices across the profile variable. (4) the significant relationships between the teacher’s extent of classroom management practices and the profile variables. To address the foregoing problems raised in this study, statistical measures were used for data analysis and interpretations. These are the frequency counts (f) and percentage (%), the average weighted means (AWM), the Analysis of Variance (ANOVA) and Pearson Product Moment of Coefficient Correlation were used. This study found out that, most of the respondents belong to the age bracket 41-50 years old that is 36 or 38 percent, 82 percent of the respondents are female, 70 or 74 percent are married, there are 47 or 50 percent of the respondents have earned their MA Units, 63 or 67 percent of the respondents are Teacher III, 27 or 29 percent have already in the teaching profession for 21 years and above, majority of the respondents had attended relevant trainings in the division and regional level, and 0 percent attended international trainings and seminars for 7 and above. The extent of practices of classroom management with respect to instructional practices, development of instructional materials, assessment of students learning, and management of students’ behavior is “Highly Practiced” as indicated in the overall weighted mean ranging from 4.52 to 4.60 with an overall average weighted mean of 4.55 which is also described as “Highly Practiced”. The extent of practices of classroom management and the public elementary school teacher respondents do not vary when grouped based on the profile variables. Therefore, the profile variables of the teacher respondents are not influential to the level of practices of elevating classroom management. There are significant relationships between the public elementary school teacher respondents and their profile variables in terms of number of relevant trainings attended in the division and regional levels. The result of this study, the extent of classroom management practices of public elementary school teachers had an OAWM of 4.55 which described as “Highly Practiced”. This study recommends that the public elementary school teacher respondents should take their own initiative to pursue the highest educational degree which is the doctoral degree and should undergo professional upgrading through higher level of trainings and seminar workshops. The public elementary school teacher respondents should always aspire and soar high for excellent performance in using the different practices in classroom management by being innovative and resourceful teachers. More appropriate and relevant variables should be explored to better determine the level of practices of elevating classroom management. Further research may be conducted to determine the extent of practices of classroom management from another perspective. Keywords — Management practices, Public schools, Elementary teachers